Indigenous People of the Western Hemisphere grouped by Regions:
Northwest, Southwest, Great Plains, Northeast, and Southeast
Primarily taught with the TCM Primary Sources: Early American Indians curriculum and the Benchmark Education Native American readers Eastern Woodlands, Plains, and Southwest.
TCM Primary Sources Document Based Assessments (Pages 63-74), and various activities embedded in lessons and activity cards. These include writing, projects and short answer formats.
We recommend to teach lessons in the order as follows:
Assuming the average teacher will have 90 minutes a week to teach social studies, we recommend teaching 2 lessons per week, beginning with the Southwest, Northwest, Plains, Northeast and finally Southeast Native Americans. This will finish the progression begun in Quarter 2 from south to north (Inca, Maya, Aztec). The actual lesson titles are in the upper right of the pages in italics, not the bigger text. These titles correspond with the primary source documents. The Benchmark Education readers can be used to study Southwest, Plains and Northeast cultures in greater detail. Some lessons can be taught in 30-45 minutes and same may last as long as 90 minutes. Much of this can be left to teacher discretion and time constraints.
Identifying primary source documents and their significance (as covered in Pre-Colombian ancient civilization unit in 2nd quarter) should be reviewed at the beginning of of the Indigenous People unit. This will be an ongoing skill and concept throughout the year.
Benchmark Education Reader Native Americans of the Plains
Optional supplemental National Geographic text The Cheyenne.
Northeast Indians:
TCM Primary Sources: Fort and Settlement of New Amsterdam (Pages 31-34)
TCM Primary Sources: The Treaty of Fort Stanwix (Pages 39-42)
TCM Primary Sources:Iroquois Canoes (Pages 43-46)
TCM Primary Sources: The French and the Algonquians Attack the Iroquois, (Pages 47-50)
TCM Primary Sources: Indians Trade with Europeans (Pages 17-18)
TCM Primary Sources: The Powhatan Confederacy (Pages 19-20)
TCM Primary Sources: Algonquian and Southeast Indian Villages (Pages 15-16)
TCM Primary Sources:Map of 1650 (Pages 35-38)
Benchmark Education Reader Native Americans of the Eastern Woodlands
Optional supplemental National Geographic text The Iroquois.
Southeast Indians:
TCM Primary Sources: Algonquian and Southeast Indian Villages (Pages 15-16)
TCM Primary Sources: Map of 1650 (Pages 35-38)
Standard Connections:
Enduring Understandings: The students will understand that:
North America has a rich history of cultural diversity among its indigenous peoples.
The indigenous cultures of North America left an enduring legacy.
Essential Questions:
How and why are North America’s indigenous cultures diverse?
How did the environment shape North America’s indigenous cultures?
To what extent do the five regional groups develop the characteristics of “civilization”?
How were their beliefs and values similar? Different?
What are some legacies of the indigenous cultures?
Skills: The student will be able to:
*Read and interpret charts, maps, and graphs that present information about indigenous North American peoples.
Benchmark Education Leveled Readers:
Native Americans of the Southwest: Maps Pages 2, 7, "2006 Native American Groups" Graph Page 21
Native Americans of the Plains: Maps Pages 3, 19
Native Americans of the Easter Woodlands: Map Page 5 (assessment opportunity), Chart Page 29
TCM Primary Sources Lessons:
Map of 1650 (Page 35): Students will use a map to determine the locations of eastern American Indian tribes as well as how the locations affected the relationships and ways of life for those tribes.
Document Based Assessment: Mapping Virginia (Page 74).
*Compare and contrast a variety of cultures (e.g. comparing to various Native American groups, modern culture, Mesoamerican civilizations, and so forth).
TCMPrimary SourcesLessons:
Algonquian and Southeast Indian Villages (Page 15): Students will compare and contrast the environments and villages of the Northeast and Southeast American Indians.
Indians Trade with Europeans (Page 17): Students will simulate the trade between the Europeans and American Indians to form an understanding of the wants and needs of each group.
The Powhatan Confederacy (Page 19): Students will compare and contrast Powhatan's government to the United States government.
Recreation and Traditions of the Plains Indians (Page 21): Students will compare recreation and traditions of the Plains Indians to today's recreation and traditions.
Fort and Settlement of New Amsterdam (Page 31): Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
Grass Houses, Earth Lodges, and Tepees (Page 51): Students will compare and contrast the different styles of homes of the Plains Indians and how these homes matched their ways of life.
Lakota Chief (Page 59): Students will understand how those from various cultures affect the way of life of others around them, as they realize the affects the French and Spanish had on the Lakota Indians way of life.
Benchmark EducationLeveled Readers:
Native Americans of the Southwest: Chapter 1: "Traditional Ways of Life" (Pages 6-9), Chapter 3: "Native Americans Today" (Pages 20-27)
Native Americans of the Plains: Chapter 1: "Traditional Ways of Life" (Pages 4-13); Chapter 3: "Modern Life" (Pages 22-28)
Native Americans of the Easter Woodlands: Chapter 1: "Traditional Ways of Life" (Pages 4-15), Chapter 3: "A new Beginning" (Pages 22-28)
*Create and use timelines.
Benchmark EducationLeveled Readers:
Native Americans of the Southwest: The Spanish in the Southwest, 1500-1700 (Pages 12-13)
Native Americans of the Plains: Time Line (Page 30)
Native Americans of the Eastern Woodlands: Students create timelines, "A New Beginning," using pages 22-23 and "Important Events for Native Americans" using page 29.
*Analyze historical sources, including original sources.
Included in each TCM Primary Sources Lesson.
Teach TCM Introduction To Primary Sources (Page 5). Use Your Own Primary Sources Worksheet found on TCM CD-Rom. Supplement other activities with other worksheets found on the CD-Rom under "Introduction Activities."
*Engage in historical inquiry.
TCMPrimary SourcesLessons:
Petroglyphs (Page 23): Students will create conversations on petroglyphs to show how the Southwest Indians lived.
Mesa Verde Cliff Dwellers (Page 25): Students will discover the types of homes built by some Pueblo Indians and predict why those homes were built as they were.
Map of 1650 (Page 35): Students will use a map to determine the locations
of eastern American Indian tribes as well as how the locations affected the relationships and ways of life for those tribes
The Treaty of Fort Stanwix (Page 39): Analyze a particular event to identify reasons individuals might respond to it in different ways.
Iroquois Canoes (Page 43): Examine the interaction of human beings and their physical environment, as well as the use of land.
The French and the Algonquians (Page 47): Explore the role of technology in
communications, transportation, information processing, weapons development, or other areas as it contributes to or helps resolve conflicts.
Grass Houses, Earth Lodges, and Tepees (Page 51): Students will compare and contrast the different styles of homes of the Plains Indians and how these homes matched their ways of life.
Lakota Chief (Page 59): Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and
concerns.
Benchmark EducationLeveled Readers:
Native Americans of the Easter Woodlands: "Historical Perspective" (Page 9)
*Recognize multiple points of view.
TCMPrimary SourcesLessons:
Incorporated in all TCM Primary Sources Lessons; including, but not limited to, lessons listed below:
Indians Trade with Europeans (Page 17): Students will simulate the trade between the Europeans and American Indians to form an understanding of the wants and needs of each group.
Recreation and Traditions of the Plains Indians (Page 21): Students will compare recreation and traditions of the Plains Indians to today's recreation and traditions.
Fort and Settlement of New Amsterdam (Page 31): Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
Grass Houses, Earth Lodges, and Tepees (Page 51): Students will compare and contrast the different styles of homes of the Plains Indians and how these homes matched their ways of life.
Lakota Chief (Page 59): Students will understand how those from various cultures affect the way of life of others around them, as they realize the affects the French and Spanish had on the Lakota Indians' way of life.
Benchmark EducationLeveled Readers:
Native Americans of the Southwest: Chapter 2: "Conflicts and Changes" (Pages 12-19)
Native Americans of the Plains: Chapter 2: "Conflicts and Struggles" (Pages 14-21
Native Americans of the Easter Woodlands: Chapter 2: "Changes and Challenges" (Pages 16-21)
*Identify values by recognizing the core beliefs held by a person or group.
TCMPrimary SourcesLessons:
Incorporated in all TCM Primary Sources Lessons; including, but not limited to, lessons listed below:
Algonquian and Southeast Indian Villages (Page 15): Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
Recreation and Traditions of the Plains Indians (Page 21): Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
Petroglyphs (Page 23): Describe ways in which language, stories,
folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.
Mesa Verde Cliff Dwellers (Page 25): Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes.
Nootka Wooden Dance Mask (Page 29): Give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.
Fort and Settlement of New Amsterdam (Page 31): Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
Cree Shirt (Page 55): Compare and contrast different stories or
accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past.
Lakota Chief (Page 59): Explore and describe similarities and
differences in the ways groups, societies, and cultures address similar human needs and concerns.
Benchmark EducationLeveled Readers:
Native Americans of the Southwest: Chapter 1: "Traditional Ways of Life" (Pages 6-9), Chapter 3: "Native Americans Today" (Pages 20-27)
Native Americans of the Plains: Chapter 1: "Traditional Ways of Life" (Pages 13); Chapter 3: "Modern Life" (Pages 22-28)
Native Americans of the Easter Woodlands: Chapter 1: "Traditional Ways of Life" (Pages 4-15), Chapter 3: "A new Beginning" (Pages 22-28)
Knowledge: The student will be able to demonstrate knowledge of:
*The key vocabulary terms and concepts such as natural resources, culture, indigenous, artifact and original source.
Benchmark EducationLeveled Readers:
Native Americans of the Southwest: Read for context clues Pages 4-9 and 18-19; Glossary Page 31
Native Americans of the Plains: Read for context clues Pages 2-5, 24; Glossary Page 31
Native Americans of the Easter Woodlands: Read for context clues Pages 2-6, 11-13; Glossary Page 31
*The cultures of Eastern Woodlands, Southeast, Great Plains, California and Southwest, Plateau and Great Basin, Northwest Coast, Subarctic and Arctic Native American Groups to include: shelter, food, clothing, beliefs and values, tools and weapons, transportation, social order, and communication.
*The climate, geography, and natural resources that determined diverse cultural attributes.
Benchmark EducationLeveled Readers:
Native Americans of the Southwest: Chapter 1: "Traditional Ways of Life" (Pages 4-11), "Conclusion" (Pages 28-30)
Native Americans of the Plains: Chapter1: "Traditional Ways of Life" (Pages 4-13), "Conclusion" (Pages 29-30)
Native Americans of the Easter Woodlands: Chapter1: "Traditional Ways of Life" (Pages 4-15), "Conclusion" (Pages 28-29)
Indigenous People of the Western Hemisphere grouped by Regions:
Northwest, Southwest, Great Plains, Northeast, and Southeast
Recommended Assessments Include:
We recommend to teach lessons in the order as follows:
Standard Connections:
Enduring Understandings:
The students will understand that:
Essential Questions:
Skills:
The student will be able to:
*Read and interpret charts, maps, and graphs that present information about indigenous North American peoples.
- Benchmark Education Leveled Readers:
- Native Americans of the Southwest: Maps Pages 2, 7, "2006 Native American Groups" Graph Page 21
- Native Americans of the Plains: Maps Pages 3, 19
- Native Americans of the Easter Woodlands: Map Page 5 (assessment opportunity), Chart Page 29
- TCM Primary Sources Lessons:
- Map of 1650 (Page 35): Students will use a map to determine the locations of eastern American Indian tribes as well as how the locations affected the relationships and ways of life for those tribes.
- Document Based Assessment: Mapping Virginia (Page 74).
*Compare and contrast a variety of cultures (e.g. comparing to various Native American groups, modern culture, Mesoamerican civilizations, and so forth).*Create and use timelines.
- Benchmark Education Leveled Readers:
- Native Americans of the Southwest: The Spanish in the Southwest, 1500-1700 (Pages 12-13)
- Native Americans of the Plains: Time Line (Page 30)
- Native Americans of the Eastern Woodlands: Students create timelines, "A New Beginning," using pages 22-23 and "Important Events for Native Americans" using page 29.
*Analyze historical sources, including original sources.- Included in each TCM Primary Sources Lesson.
- Teach TCM Introduction To Primary Sources (Page 5). Use Your Own Primary Sources Worksheet found on TCM CD-Rom. Supplement other activities with other worksheets found on the CD-Rom under "Introduction Activities."
*Engage in historical inquiry.- TCM Primary Sources Lessons:
- Petroglyphs (Page 23): Students will create conversations on petroglyphs to show how the Southwest Indians lived.
- Mesa Verde Cliff Dwellers (Page 25): Students will discover the types of homes built by some Pueblo Indians and predict why those homes were built as they were.
- Map of 1650 (Page 35): Students will use a map to determine the locations
- The Treaty of Fort Stanwix (Page 39): Analyze a particular event to identify reasons individuals might respond to it in different ways.
- Iroquois Canoes (Page 43): Examine the interaction of human beings and their physical environment, as well as the use of land.
- The French and the Algonquians (Page 47): Explore the role of technology in
- Grass Houses, Earth Lodges, and Tepees (Page 51): Students will compare and contrast the different styles of homes of the Plains Indians and how these homes matched their ways of life.
- Lakota Chief (Page 59): Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and
- Benchmark Education Leveled Readers:
- Native Americans of the Easter Woodlands: "Historical Perspective" (Page 9)
*Recognize multiple points of view.of eastern American Indian tribes as well as how the locations affected the relationships and ways of life for those tribes
communications, transportation, information processing, weapons development, or other areas as it contributes to or helps resolve conflicts.
concerns.
*Identify values by recognizing the core beliefs held by a person or group.
folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.
accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past.
differences in the ways groups, societies, and cultures address similar human needs and concerns.
Knowledge:
The student will be able to demonstrate knowledge of:
*The key vocabulary terms and concepts such as natural resources, culture, indigenous, artifact and original source.
*The cultures of Eastern Woodlands, Southeast, Great Plains, California and Southwest, Plateau and Great Basin, Northwest Coast, Subarctic and Arctic Native American Groups to include: shelter, food, clothing, beliefs and values, tools and weapons, transportation, social order, and communication.
*The climate, geography, and natural resources that determined diverse cultural attributes.